New Jersey
Skills available for New Jersey second-grade social studies standards
Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.
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- Student Learning Standards Student Learning Standards
- New Jersey Core Curriculum Content Standards New Jersey Core Curriculum Content Standards
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6.1 All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
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A Civics, Government, and Human Rights
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6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.
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6.1.4.A.2 Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy.
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6.1.4.A.3 Determine how "fairness," "equality," and the "common good" have influenced new laws and policies over time at the local and national levels of United States government.
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6.1.4.A.4 Explain how the United States government is organized and how the United States Constitution defines and checks the power of government.
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6.1.4.A.5 Distinguish the roles and responsibilities of the three branches of the national government.
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6.1.4.A.6 Explain how national and state governments share power in the federal system of government.
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6.1.4.A.7 Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels.
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6.1.4.A.8 Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level.
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6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., fairness, civil rights, human rights).
- Abraham Lincoln (2-B.6)
- Frederick Douglass (2-B.7)
- Susan B. Anthony (2-B.8)
- Harriet Tubman (2-B.9)
- Sitting Bull (2-B.10)
- Thurgood Marshall (2-B.15)
- Rosa Parks (2-B.16)
- Jackie Robinson (2-B.17)
- Cesar Chavez (2-B.18)
- Martin Luther King Jr. (2-B.19)
- Abraham Lincoln (3-D.6)
- Frederick Douglass (3-D.7)
- Susan B. Anthony (3-D.8)
- Harriet Tubman (3-D.9)
- Sitting Bull (3-D.10)
- Thurgood Marshall (3-D.15)
- Rosa Parks (3-D.16)
- Jackie Robinson (3-D.17)
- Cesar Chavez (3-D.18)
- Martin Luther King Jr. (3-D.19)
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6.1.4.A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations.
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6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels.
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6.1.4.A.12 Explain the process of creating change at the local, state, or national level.
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6.1.4.A.13 Describe the process by which immigrants become United States citizens.
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6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws.
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6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.
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6.1.4.A.16 Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and nations in need.
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B Geography, People, and the Environment
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6.1.4.B.1 Compare and contrast information that can be found on different types of maps and determine how the information may be useful.
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6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence.
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6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude.
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6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
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6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.
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6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, and physical environment to understand the concept of regionalism.
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6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others.
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6.1.4.B.8 Compare ways people choose to use and distribute natural resources.
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6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them.
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6.1.4.B.10 Identify major cities in New Jersey, as well as in the United States, and the world, and explain how geographic and demographic tools (e.g., maps, globes, data visualizations) can be used to understand cultural differences.
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C Economics, Innovation, and Technology
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6.1.4.C.1 Apply opportunity cost (i.e., choices and tradeoffs) to evaluate individuals' decisions, including ones made in their communities.
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6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.
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6.1.4.C.3 Explain why incentives vary between and among producers and consumers.
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6.1.4.C.4 Describe how supply and demand influence price and output of products.
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6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services.
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6.1.4.C.6 Describe the role and relationship among households, businesses, laborers, and governments within the economic system.
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6.1.4.C.7 Explain how the availability of private and public goods and services is influenced by the global market and government.
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6.1.4.C.8 Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community.
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6.1.4.C.9 Compare and contrast how the availability of resources affects people across the world differently.
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6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals' lives.
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6.1.4.C.11 Recognize the importance of setting long-term goals when making financial decisions within the community.
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6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.
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6.1.4.C.13 Examine the qualities of entrepreneurs in a capitalistic society.
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6.1.4.C.14 Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force play in economic opportunities.
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6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.
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6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.
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6.1.4.C.17 Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age.
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6.1.4.C.18 Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world.
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D History, Culture, and Perspectives
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6.1.4.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.
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6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.
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6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America's growth as a nation, historically and today.
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6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey.
- The American Revolution: the Thirteen Colonies under British rule (4-B.1)
- The American Revolution: New British taxes (4-B.2)
- The American Revolution: the Boston Tea Party (4-B.3)
- The American Revolution: the rebellion begins (4-B.4)
- The American Revolution: preparing for war (4-B.5)
- The American Revolution: struggle for independence (4-B.6)
- The American Revolution: turning the tide of the war (4-B.7)
- The American Revolution: conclusion and aftermath (4-B.8)
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6.1.4.D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship.
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6.1.4.D.6 Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government.
- Benjamin Franklin (2-B.1)
- Thomas Jefferson (2-B.3)
- Benjamin Franklin (3-D.1)
- Thomas Jefferson (3-D.3)
- The American Revolution: the rebellion begins (4-B.4)
- The American Revolution: preparing for war (4-B.5)
- The American Revolution: struggle for independence (4-B.6)
- The American Revolution: turning the tide of the war (4-B.7)
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6.1.4.D.7 Explain the role Governor William Livingston played in the development of New Jersey government.
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6.1.4.D.8 Determine the significance of New Jersey's role in the American Revolution.
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6.1.4.D.9 Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals.
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6.1.4.D.10 Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.
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6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes.
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6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage.
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6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people.
- Día de los Muertos (2-E.1)
- Thanksgiving (2-E.2)
- Hanukkah (2-E.3)
- Rosh Hashanah (2-E.4)
- Kwanzaa (2-E.5)
- Christmas (2-E.6)
- Easter (2-E.7)
- Lunar New Year (2-E.8)
- Ramadan (2-E.9)
- Holi (2-E.10)
- Mount Rushmore (3-F.11)
- Día de los Muertos (3-G.1)
- Thanksgiving (3-G.2)
- Hanukkah (3-G.3)
- Rosh Hashanah (3-G.4)
- Kwanzaa (3-G.5)
- Christmas (3-G.6)
- Easter (3-G.7)
- Lunar New Year (3-G.8)
- Ramadan (3-G.9)
- Holi (3-G.10)
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6.1.4.D.14 Trace how the American identity evolved over time.
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6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices.
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6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.
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6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.
- Identify American symbols, landmarks, and monuments (2-D.1)
- The American flag (2-D.2)
- The White House (2-D.3)
- The Washington Monument (2-D.4)
- The Lincoln Memorial (2-D.5)
- The Statue of Liberty (2-D.6)
- The Empire State Building (2-D.7)
- The Golden Gate Bridge (2-D.8)
- Mount Rushmore (2-D.9)
- Día de los Muertos (2-E.1)
- Thanksgiving (2-E.2)
- Hanukkah (2-E.3)
- Rosh Hashanah (2-E.4)
- Kwanzaa (2-E.5)
- Christmas (2-E.6)
- Easter (2-E.7)
- Lunar New Year (2-E.8)
- Ramadan (2-E.9)
- Holi (2-E.10)
- Identify American symbols (3-F.1)
- Identify American landmarks and monuments: part I (3-F.2)
- Identify American landmarks and monuments: part II (3-F.3)
- The American flag (3-F.4)
- The White House (3-F.5)
- The Washington Monument (3-F.6)
- The Lincoln Memorial (3-F.7)
- The Statue of Liberty (3-F.8)
- The Empire State Building (3-F.9)
- The Golden Gate Bridge (3-F.10)
- Mount Rushmore (3-F.11)
- Día de los Muertos (3-G.1)
- Thanksgiving (3-G.2)
- Hanukkah (3-G.3)
- Rosh Hashanah (3-G.4)
- Kwanzaa (3-G.5)
- Christmas (3-G.6)
- Easter (3-G.7)
- Lunar New Year (3-G.8)
- Ramadan (3-G.9)
- Holi (3-G.10)
- Identify American symbols (4-L.1)
- Identify American landmarks and monuments: part I (4-L.2)
- Identify American landmarks and monuments: part II (4-L.3)
- The American flag (4-L.4)
- The White House (4-L.5)
- The Washington Monument (4-L.6)
- The Lincoln Memorial (4-L.7)
- The Statue of Liberty (4-L.8)
- The Empire State Building (4-L.9)
- The Golden Gate Bridge (4-L.10)
- Mount Rushmore (4-L.11)
- Thanksgiving (4-M.1)
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6.1.4.D.18 Explain how an individual's beliefs, values, and traditions may reflect more than one culture.
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6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.
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6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world.
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6.3 All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
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A Civics, Government, and Human Rights
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6.3.4.A.1 Determine what makes a good rule or law and apply this understanding to rules and laws in your school or community (e.g., bike helmet, recycling).
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6.3.4.A.2 Examine the impact of a local issue by considering the perspectives of different groups, including community members and local officials.
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6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community members about the issue.
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6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions.
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B Geography, People and the Environment
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6.3.4.B.1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions.
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C Economics, Innovation, and Technology
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6.3.4.C.1 Develop and implement a group initiative that addresses an economic issue impacting children.
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D History, Culture, and Perspectives
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6.3.4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
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